Sport-Related Concussion Education and the Elaboration Likelihood Model: Need for Cognition as Mediator Between Health Literacy and Concussion Education Efficacy

Turner, Jacob S.; Tollison, Andrew C.; Hopkins, Birgid; Poloskey, Leah; Fontaine, Dennis

doi:10.1177/2167479519875709

Cited by 10 publications

(5 citation statements)

References 54 publications

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“…With reference to the data cited in the literature review, it was assumed that individuals reporting higher levels of aesthetic experience would exhibit a higher aesthetic quotient if they had a high need to engage in intellectually challenging tasks. In addition, putting need for cognition in the role of mediator between aesthetic experience and aesthetic quotient would be in line with data on other thematic studies in which the NCF acted as a mediator 41 – 43 or moderator 44 – 46 . For that reason, the expectation was as follows:…”

Section: Literature Reviewsupporting

confidence: 79%

The mediating effect of the need for cognition between aesthetic experiences and aesthetic competence in art

Świątek,

Szcześniak,

Stempień

et al. 2024

Sci Rep

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Although the role of aesthetics and aesthetic education in everyday life was discussed as early as the ancient philosophers, the psychological mechanisms shaping the aesthetic quotient have hardly been investigated by empirical studies. The aim of this study was to examine the direct relationship between experience and aesthetic competence, and the mediating role of need for cognition. The study involved 201 Polish adults, aged 18 to 76 (M = 26.40; SD = 11.89), 65% of whom were women. The respondents completed anonymous questionnaires on an online platform. The surveys included a metric, the Aesthetic Competence Scale (ACS), the Aesthetic Experience Questionnaire (AEQ) and the Need for Cognition Scale (NCS). A positive correlation coefficient was obtained between all three variables studied, with need for cognition acting as a mediator in the relationship between experience and aesthetic competence. The findings indicate that individuals reporting intense aesthetic experiences have a higher aesthetic competence if this relationship is mediated by a high need for cognitive effort.

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Section: Literature Reviewsupporting

confidence: 79%

The mediating effect of the need for cognition between aesthetic experiences and aesthetic competence in art

Świątek,

Szcześniak,

Stempień

et al. 2024

Sci Rep

View full text Add to dashboard Cite

show abstract

“…Recognizing the need to account for differences in learners' ability and motivation to cognitively process health-related messages (12), we explored the potential role NfC might have in enhancing the impact of concussion education with the workshop group. Findings were consistent with theory underpinning NfC (18)(19)(20)(21)(22)(23). Learners engaged more strongly with elements of the workshop programming that corresponded with their underlying NfC (high NfC preferred detail and explanation; low NfC preferred image/video over text/depth; see Figure 3).…”

Section: Need For Cognitionsupporting

confidence: 74%

A Concussion Education Programme for Motorsport Drivers: A Field-Based Exploratory Pilot Study

et al. 2021

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Objective: Concussion education strategies that improve knowledge and attitudes long term are needed. This exploratory study piloted an interactive concussion education program, adopting concepts from the learning sciences and attitude change literature, for the underserved and high-risk population of motorsports. Method: Forty UK motorsport drivers (ages 16-20 years) participated. The workshop group received a two-phased workshop-based program. The comparison group received a concussion leaflet. Participants completed an adapted version of the Rosenbaum Concussion Knowledge and Attitudes Survey (RoCKAS-ST) at pre-, post-and 2-month follow-up. Within-group analysis for the workshop group explored the differential effect of the individual difference variable, Need for Cognition (NfC), and effectiveness was explored through post-workshop questionnaires and interviews. Results: Unlike the comparison group, the workshop group showed a significant improvement in knowledge over time (F(2,58) = 45.49, p < .001, η2 p = .61). Qualitative data indicated workshop-program participants developed safer attitudes toward concussion following programming. Preliminary evidence suggested individuals' responses to concussion education aligned with differences in NfC. Conclusion:This study piloted the first concussion education program for motorsport drivers and explored whether aligning educational provision with the NfC construct may help to improve program effectiveness. Findings are relevant to addressing the public health issue of concussion through educational approaches.

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“…The activity required college athletes to list thoughts/cognitions that prevent reporting a concussion in self and then replace them with thoughts that increase reporting. As identified by Turner et al (2019), concussion education that engages athletes to process information deeply is most effective. They specifically recommend interactive peer-mediated and interactive educational programs.…”

Section: Discussionmentioning

confidence: 99%

Cognitions That Support Concussion Reporting in Collegiate Athletes: An Analysis of a Worksheet Activity

Kneavel

Ernst

2021

Health Educ Behav

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Background Sports related concussions continue to be a public health concern and improving reporting behavior a focus of educational programs. While educational programs have addressed changes in knowledge of concussion symptoms, it has been challenging to design educational programs which have lasting effects on reporting behavior. Aims The current analysis describes an intervention in which thoughts about reporting behavior are actively written down in a worksheet exercise to “pre-arm” athletes with cognitions designed to enhance reporting behavior prior to the injury event. Method A total of 503 male and female college athletes participating in collision (football, field hockey, ice hockey, lacrosse, and soccer) and contact sports (baseball, basketball, and softball) from 7 colleges/universities competing across all three NCAA divisions provided data collected during a randomized trial of a peer concussion education program. Results Qualitative analysis revealed 10 themes that would improve reporting including short-term benefits, faster recover, safe and healthy return to play, reporting helps the team, reporting protects the brain, risk aversion, long-term benefits, coach will be supportive, teammates will be supportive and understanding, and academic performance will be affected. Discussion Athletes had awareness of key risks involved in concussions and understood both short- and long-term consequences. Conclusion These findings have important implications for understanding how to change athletes’ thoughts about reporting concussions.

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Sport-Related Concussion Education and the Elaboration Likelihood Model: Need for Cognition as Mediator Between Health Literacy and Concussion Education Efficacy

Cited by 10 publications

References 54 publications

The mediating effect of the need for cognition between aesthetic experiences and aesthetic competence in art

The mediating effect of the need for cognition between aesthetic experiences and aesthetic competence in art

A Concussion Education Programme for Motorsport Drivers: A Field-Based Exploratory Pilot Study

Cognitions That Support Concussion Reporting in Collegiate Athletes: An Analysis of a Worksheet Activity

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